Educational and Psychosocial Support for Conflict-Affected Youths: The Effectiveness of a School-Based Intervention Targeting Academic Underachievement

Autor/inn/en	Forsberg, June T.; Schultz, Jon-Håkon
Titel	Educational and Psychosocial Support for Conflict-Affected Youths: The Effectiveness of a School-Based Intervention Targeting Academic Underachievement
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 2, S.145-166 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, June T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2022.2043209
Schlagwörter	Foreign Countries; Elementary School Students; Secondary School Students; Intervention; Underachievement; Social Support Groups; Conflict; Stress Management; Symptoms (Individual Disorders); Self Management; Psychological Patterns; Self Efficacy; Study Skills; Academic Achievement; Trauma; Program Effectiveness; Violence; Control Groups; Well Being; Executive Function; Self Concept; Predictor Variables; Posttraumatic Stress Disorder; Gaza Strip; Israel + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Performance deficiency; Leistungsschwäche; Social support; Soziale Unterstützung; Konflikt; Stressmanagement; Stressbewältigung; Psychiatrische Symptomatik; Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Studientechnik; Schulleistung; Gewalt; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Prädiktor; Gaza-Streifen
Abstract	This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and 16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01